9 -Addressing Diversity and Creating Inclusive Classrooms

·       intercultural communicative competence

·       „fremdsprachliches Handeln”

·       Focus on functional aspects (main focus!)

·       „serving” function of grammar

·       Culture/Ethnicity

·       Socio-economic status

·       Gender

·       Ability: impairments in reading/spelling/learning?

Age & Generation

·       intelligence, multiple intelligences (e.g., Gardner)

·       Aptitude

·       Learning styles (auditive, visual…)

·       Personality

·       Motivation & Attitudes (towards teachers)

·       Identity & Ethnic group affiliation

·       Learner beliefs

·       Age & Critical Period Hypothesis

·       Linguistic (classic)

·       Spatial (classic)

·       Logical-mathematical (classic)

·       Musical

·       Intrapersonal

·       Interpersonal

·       Bodily-kinesthetic

·       Task

·       Resource

·       Time

·       Support

·       Outcome

·       Target

·       Contents and interests

·       Amount

·       Difficulty

·       Learning styles

—> problem need to be understood

o   Tasked-based language learning teaching (TBLL)

o   Think-pair-share

o   Bus stop (pupils who finished their tasks go to the "bus stop" and wait for a partner then

o   get another task or can play a game…)

o   …

o   Individual working time

o   Weekly plans

o   Rotation work

o   Projects

o   „Freiarbeit”

o   „Lernbüro”

·       open tasks

o   Write one page of text about your weekend

·       Semi-open tasks

o   Finish the story the blue bottle

·       Closed tasks

o   e.g., fill in p. X in your workbook

·       By resource (textbook)

·       By task (levels)

·       Individual working time

-        learning in the zone of proximal development, school expands this zone!

-        pupils need another person who helps with learning English (Teacher, parent, expert) à person provides the scaffold